2018 school accountability report card...edition 2007 prentice hall, chemistry science laboratory...

2017-18 School Accountability Report Card for Hanford West High School of 15

Hanford West High School

School Accountability Report Card

Reported Using Data from the 2017-18 School Year

Published During 2018-19

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at

http://www.cde.ca.gov/ta/ac/sa/. • For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents/guardians and community members should contact the school principal or

the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners). Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

About This School Contact Information (School Year 2018-19)

School Contact Information

School Name------- Hanford West High School

Street------- 1150 West Lacey Blvd.

City, State, Zip------- Hanford, CA 93230

Phone Number------- 559 583 5903

Principal------- Delbert Ray

E-mail Address------- [email protected]

Web Site------- https://www.hjuhsd.k12.ca.us/

CDS Code 16-63925-1630169

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/


District Contact Information

District Name------- Hanford Joint Union High School District

Phone Number------- 559 583-5901

Superintendent-------

William Fishbough

E-mail Address------- hjuhsd.org

Web Site------- https://www.hjuhsd.k12.ca.us/ School Description and Mission Statement (School Year 2018-19)

Hanford West High School is a comprehensive high school with approximately 1295 students enrolled in grades 9-12. Hanford West is one of three comprehensive high schools in the growing Hanford Joint Union High School District. In addition to the three comprehensive high schools, the district has a continuation high school, adult school. The high schools draw students from seven different elementary school districts in surrounding area. Parent advisory committees, professional development, mandated reports and documents are among the activities coordinated by the district with representation from each school site. Situated in the San Joaquin Valley midway between San Francisco and Los Angeles, Hanford is the county seat and the largest city in Kings County. A growing community, the population of Hanford grew by 10,000 in the last ten years. Historically an agricultural community, Hanford has diversified to include agriculture, agribusiness, industrial, and commercial sectors to support the current population of 50,000 residents. It is also a bedroom community for the cities of Fresno and Visalia as well as being commuting distance to a nearby Naval Air Station and five state correctional facilities. Mission Statement Hanford West High School is a professional learning community that ensures that all students are career and/or college ready. Student Enrollment by Grade Level (School Year 2017-18)

Grade Number of Level Students

Grade 9 349

Grade 10 311

Grade 11 330

Grade 12 307

Total Enrollment 1,297 Student Enrollment by Group (School Year 2017-18)

Student Percent of Group Total Enrollment

Black or African American 5.1

American Indian or Alaska Native 0.2

Asian 1.4

Filipino 2.0

Hispanic or Latino 68.6

Native Hawaiian or Pacific Islander 0.1

White 20.4

Socioeconomically Disadvantaged 67.3

English Learners 7.6

Students with Disabilities 9.8

Foster Youth 1.6


A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (Priority 1): • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair. Teacher Credentials

School District Teachers

2016-17 2017-18 2018-19 2018-19

With Full Credential 62 60 54 168

Without Full Credential 0 0 4 170

Teaching Outside Subject Area of Competence (with full credential) 1 1 0 0 Teacher Misassignments and Vacant Teacher Positions

Indicator 2016-17 2017-18 2018-19

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments * 0 0 0

Vacant Teacher Positions 0 1 0 Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2018-19) Year and month in which data were collected: 01/19 All textbooks used in the core curriculum at Hanford West High School are aligned to the California State Standards. Standards-based instructional materials are approved by the district's Board of Trustees. The district follows the State Board of Education's six-year adoption cycle for core content materials and the eight-year cycle for textbook adoptions in foreign language, visual and performing arts, and health.

Subject Textbooks and Instructional Materials/ Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Reading/Language Arts 2015 CSU, Expository Reading and Writing Course 2006 McDougal Littell, The Language of Literature 2002 McGraw Hill, Literature: Reading Fiction, Poetry, Drama & the Essay 2014 McGraw Hill, The Art of Voice Language & Composition 2005 Thomson Wadsworth, Frames of Mind

Yes 0



From Most Recent

Adoption?


Assigned Copy

Mathematics 2013 CPM Educational Program, Core Connections, Course 3 2013 CPM Educational Program, Core Connections, Integrated 1 2015 CPM Educational Program, Core Connections, Integrated 2 2016 CPM Educational Program, Core Connections, Integrated 3 2017 Houghton Mifflin Harcourt, Math 180 2014 Pearson, Excursions in Modern Mathematics 2007 Prentice Hall, Calculus: Graphical, Numerical, Algebraic 2015 W. H. Freeman, Practice of Statistics

Yes 0

Science 2008 Glencoe, Physics: Principles and Problems 2002 Glencoe/McGraw-Hill, Earth Science: Geology, the Environment, and the Universe 2008 McDougal Littell, Biology 2012 McGraw Hill, Hole's Essentials Human Anatomy & Physiology 2014 Pearson, Campbell Biology in Focus, AP 1st Edition 2007 Prentice Hall, Chemistry Science Laboratory Equipment

Yes 0

History-Social Science 2013 Bedford/St. Martin's, Ways of the World 2006 Glencoe/McGraw-Hill, American Vision Modern Times 2001 Glencoe/McGraw-Hill, Economics: Principles and Practices 2005 Houghton Mifflin, American Government 2005 McDougal Littell, World Geography 2005 McGraw Hill, Economics: Principles, Problems & Policies 2006 Pearson Prentice Hall, American Government 2007 Pearson Prentice Hall, Economics: Principles in Action 2007 Pearson Prentice Hall, World History: The Modern World 2011 Rockwood, Closing the Gap: Applied Sport Psychology for High School 2005 W.W. Norton, Give Me Liberty! An American History 2013 Worth Publishers, Psychology 10th Edition 2013 Worth Publishers, Thinking about Psychology

Yes 0



From Most Recent

Adoption?


Assigned Copy

Foreign Language 2006 Glencoe/McGraw-Hill, El Espanol para Nosotros 1 2006 Glencoe/McGraw-Hill, El Espanol para Nosotros 2 1992 Paramount Comm. Company, Learning American Sign Language 2008 Pearson Prentice Hall, Realidades 2 2008 Pearson Prentice Hall, Realidades 3 2006 Sign Media, Inc., Master ASL 2014 Vista Higher Learning, AP Spanish: Language and Culture Exam Prep 2016 Vista Higher Learning, Senderos Level 1 2014 Vista Higher Learning, Temas

Yes 0

Health 2016 Positive Prevention Plus, Sexual Health Education for America's Youth for High School and Community Settings

Yes 0

Visual and Performing Arts 2005 Art Talk 2004 The Visual Experience 3rd Edition 2007 Discovering Drawing 2nd Edition 2003 Exploring Painting 3rd Edition 2011 Experiencing Clay 2nd Edition 2005 Stage and the School 2013 Stagecraft Fundamentals

Yes 0

Science Laboratory Equipment (grades 9-12)

0

School Facility Conditions and Planned Improvements (Most Recent Year)

The district's maintenance department inspects Hanford West High School on an annual basis in accordance with Education Code §17592.72(c)(1). Hanford West High School uses a school site inspection survey to identify unsafe or hazardous conditions and facility improvement needs. The most recent school inspection took place on Thursday, October 18, 2018. Deficiencies noted in the school inspection survey were corrected immediately by the district's maintenance department. During fiscal year 2018-19, all restrooms were fully functional and available for student use.


School Facility Good Repair Status (Most Recent Year) Using the most recently collected FIT data (or equivalent), provide the following:

• Determination of repair status for systems listed • Description of any needed maintenance to ensure good repair • The year and month in which the data were collected • The overall rating

School Facility Good Repair Status (Most Recent Year) Year and month of the most recent FIT report: 10/18/2018

System Inspected Repair Status Repair Needed and Action Taken or Planned

Systems: Gas Leaks, Mechanical/HVAC, Sewer

XGood

Interior: Interior Surfaces XFair

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

XGood

Electrical: Electrical XGood

Restrooms/Fountains: Restrooms, Sinks/ Fountains

XGood

Safety: Fire Safety, Hazardous Materials XGood

Structural: Structural Damage, Roofs XGood

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

XGood

Overall Facility Rating (Most Recent Year)

Year and month of the most recent FIT report: 10/18/2018

Overall Rating X Good


B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the

Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and

• The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students Grades Three through Eight and Grade Eleven

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11)

School District State Subject

2016-17 2017-18 2016-17 2017-18 2016-17 2017-18

English Language Arts/Literacy (grades 3-8 and 11) 57.0 54.0 60.0 58.0 48.0 50.0

Mathematics (grades 3-8 and 11) 21.0 16.0 22.0 19.0 37.0 38.0

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: ELA and mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments. CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2017-18)

Student Group Total Enrollment

Number Tested

Percent Tested

Percent Met or Exceeded

All Students 320 318 99.38 54.40

Male 150 149 99.33 42.28

Female 170 169 99.41 65.09

Black or African American 12 11 91.67 45.45

American Indian or Alaska Native -- -- -- --

Asian -- -- -- --

Filipino -- -- -- --

Hispanic or Latino 218 217 99.54 53.46

White 63 63 100.00 65.08

Two or More Races 12 12 100.00 16.67

Socioeconomically Disadvantaged 219 217 99.09 48.85

English Learners 36 36 100.00 8.33

Students with Disabilities 31 31 100.00 6.45

Students Receiving Migrant Education Services 15 15 100.00 66.67

Foster Youth -- -- -- --


Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2017-18)

Student Group Total Enrollment

Number Tested

Percent Tested

Percent Met or Exceeded

All Students 319 316 99.06 15.82

Male 150 148 98.67 12.84

Female 169 168 99.41 18.45

Black or African American 12 11 91.67 27.27

American Indian or Alaska Native -- -- -- --

Asian -- -- -- --

Filipino -- -- -- --

Hispanic or Latino 218 216 99.08 9.72

White 62 62 100 30.65

Two or More Races 12 12 100 8.33

Socioeconomically Disadvantaged 218 215 98.62 11.16

English Learners 36 35 97.22 0

Students with Disabilities 31 30 96.77 0

Students Receiving Migrant Education Services 15 15 100 20

Foster Youth -- -- -- -- Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. CAASPP Test Results in Science for All Students Grades Five, Eight, and Ten

Percentage of Students Meeting or Exceeding the State Standard

School District State Subject

2016-17 2017-18 2016-17 2017-18 2016-17 2017-18

Science (grades 5, 8, and 10) N/A N/A N/A N/A N/A N/A Note: Cells with N/A values do not require data. Note: The 2016–17 and 2017–18 data are not available. The CDE is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The CAST was pilot-tested in spring 2017 and field-tested in spring 2018. The CAST will be administered operationally during the 2018–19 school year. The CAA for Science was pilot-tested for two years (i.e., 2016–17 and 2017–18) and the CAA for Science will be field-tested in 2018–19. Note: Science test results include the CAST and the CAA for Science. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the CAST plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAA for Science divided by the total number of students who participated on both assessments.


Career Technical Education Programs (School Year 2017-18)

During the 2017-18 school year, Hanford West High School offered the following career technical education programs as elective courses:

• Agriculture Science • Agriculture Mechanics • Animal Science • Automotive Technology • Business Systems Development • Food Science, Dietetics & Nutrition • Support Services • Welding Technology • Consumer Foods • Cultural Foods • Automotive Services, Beginning & Advanced • Video Production • ROP Business Internship • ROP Digital Communication • ROP Retail Marketing 1 & 2 • ROP Welding and Construction 1 & 2 • ROP Welding and Fabrication 1 & 2 • ROP Welding-Stainless

All career and technical education (CTE) courses comply with state-adopted content standards and are integrated into the student's four-year academic plan as elective courses. Hanford West High School receives funds from the Carl D. Perkins Vocational and Technical Education Act (Perkins). This grant enables Hanford West High School to provide its students with the academic and technical skills needed to succeed in a knowledge- and skills-based economy and helps provide programs that prepare students for both postsecondary education and the careers of their choice. Individual student assessment of work readiness skills takes place through completion of course-required projects and classroom observations. Through Hanford West High School's high-quality pathways, students who have completed a sequence of CTE courses are tracked and reported to CALPADS. A survey is conducted of our graduated CTE completers in order to collect data on those that pursue postsecondary options in a CTE field. These figures are documented in our Local Control Accountability Plan (LCAP) and discussed as a whole with the CTE department. Hanford Joint Union High School District's CTE Advisory Committee represents several industries including:

Agriculture Mechanics Plant & Soil Science Agriculture Science Animal Science Business Finance/Marketing Automotive Services Welding Technology Construction & Technology

The Hanford Joint Union High School District's CTE Advisory Committee meets regularly and monitors our various pathways' progress and expenditures. Our CTE Advisory Committee's primary representative is Janice Ede, Director of Special Programs. Career Technical Education Participation (School Year 2017-18)

Measure CTE Program Participation

Number of pupils participating in CTE 474

% of pupils completing a CTE program and earning a high school diploma 92%

% of CTE courses sequenced or articulated between the school and institutions of postsecondary education 90%


Courses for University of California (UC) and/or California State University (CSU) Admission

UC/CSU Course Measure Percent

2017–18 Pupils Enrolled in Courses Required for UC/CSU Admission 96.1

2016–17 Graduates Who Completed All Courses Required for UC/CSU Admission 42.7 State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): • Pupil outcomes in the subject areas of physical education. California Physical Fitness Test Results (School Year 2017-18)

Percent of Students Meeting Fitness Standards Grade Level Four of Six Standards Five of Six Standards Six of Six Standards

---9--- 15.9 24.8 31.2 Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each school site. Opportunities for Parental Involvement (School Year 2018-19)

Parental Involvement Parents are encouraged to get involved in their child's learning environment either by volunteering in the classroom, participating in a decision-making group, or simply attending school events. Parents stay informed on upcoming events and school activities through automated telephone messages, email, newsletters, Facebook, Twitter, Remind messaging, and the parent portal. Contact the school office at (559) 583-5903 for more information on how to become involvedin your child's learning environment. Opportunities to Volunteer Classroom Helper Agriculture Booster Athletic Booster Band Booster Cheer Booster LCFF State Priority: Pupil Engagement The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5): • High school dropout rates; and • High school graduation rates.


Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

School District State Indicator

2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17

Dropout Rate 1.7 1.3 0.3 4.1 3.6 2.4 10.7 9.7 9.1

Graduation Rate 96.9 98.4 98.6 93.3 94.3 93.7 82.3 83.8 82.7 For the formula to calculate the 2016–17 adjusted cohort graduation rate, see the 2017–18 Data Element Definitions document located on the SARC web page at https://www.cde.ca.gov/ta/ac/sa/. Completion of High School Graduation Requirements - Graduating Class of 2017 (One-Year Rate)

Graduating Class of 2017 Group

School District State

All Students 94.7 91.8 88.7

Black or African American 79.0 88.7 82.2

American Indian or Alaska Native 100.0 100.0 82.8

Asian 83.3 92.3 94.9

Filipino 100.0 94.1 93.5

Hispanic or Latino 94.8 90.6 86.5

Native Hawaiian/Pacific Islander 0.0 100.0 88.6

White 97.8 94.8 92.1

Two or More Races 0.0 66.7 91.2

Socioeconomically Disadvantaged 95.2 90.1 88.6

English Learners 85.0 66.2 56.7

Students with Disabilities 73.1 70.5 67.1

Foster Youth 50.0 55.6 74.1 State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety. Suspensions and Expulsions

School District State Rate

2015-16 2016-17 2017-18 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

Suspensions------- 4.4 4.9 7.3 3.6 7.0 8.2 3.7 3.7 3.5

Expulsions------- 0.8 0.7 1.2 0.8 0.6 1.1 0.1 0.1 0.1 School Safety Plan (School Year 2018-19)

The Comprehensive School Site Safety Plan was developed for Hanford West High School in collaboration with local agencies and the district office to fulfill Senate Bill 187 requirements. Components of this plan include child abuse reporting procedures, teacher notification of dangerous pupil procedures, disaster response procedures, procedures for safe arrival and departure from school, sexual harassment policy, and dress code policy. The school's most recent school safety plan was reviewed by school staff in June 2018 and updated in March 2018. Staff responsibilities and safety plan updates were discussed with staff in August 2018.

https://www.cde.ca.gov/ta/ac/sa/


Average Class Size and Class Size Distribution (Secondary)

2015-16 2016-17 2017-18

Number of Classrooms Number of Classrooms Number of Classrooms Subject Avg. Class Size 1-22 23-32 33+

Avg. Class Size 1-22 23-32 33+

Avg. Class Size 1-22 23-32 33+

English------- ----------

17.0 52 32 10 20.0 32 39 1 21.0 33 35 6

Mathematics ----------

19.0 20 15 9 16.0 15 10 2 22.0 18 34 3

Science------- ----------

18.0 23 21 5 20.0 24 24 2 22.0 16 15 13

Social Science ----------

17.0 41 20 14 21.0 22 25 11 20.0 26 28 5 Note: Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Academic Counselors and Other Support Staff (School Year 2017-18)

Title Number of FTE Assigned to School

Average Number of Students per Academic Counselor

Academic Counselor------- 4 329.75

Counselor (Social/Behavioral or Career Development) 0 N/A

Library Media Teacher (Librarian) 0 N/A

Library Media Services Staff (Paraprofessional) 1.5 N/A

Psychologist------- 2 N/A

Social Worker------- 0 N/A

Nurse------- 1 N/A

Speech/Language/Hearing Specialist 0 N/A

Resource Specialist (non-teaching)------- 0 N/A

Other------- 0 N/A Note: Cells with N/A values do not require data. *One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2016-17)

Expenditures Per Pupil Level

Total Supplemental/ Restricted

Basic/ Unrestricted

Average Teacher Salary

School Site------- 11,337 2,263 9,074 71,256

District------- N/A N/A 9,107 $76,227

Percent Difference: School Site and District N/A N/A -0.4 -6.7

State------- N/A N/A $7,125 $79,496

Percent Difference: School Site and State N/A N/A 24.1 -10.9 Note: Cells with N/A values do not require data. The California Department of Education issued guidance to LEAs on August 1, 2018, regarding how to calculate school-level per-pupil expenditures that will be reported on 2018-19 report cards. Types of Services Funded (Fiscal Year 2017-18)

In addition to general fund state funding, Hanford Joint Union High School District receives state and federal categorical funding for special programs. For the 2017-18 school year, the district received categorical, special education, and


support programs funds for: Agricultural Career Technical Education Incentive California Clean Energy Jobs Act Education Protection Account Lottery: Instructional Materials Medi-Cal Billing Option Other Local: Locally defined Partnership Academies Program Special Education State Lottery STRS On-Behalf Pension Contributions Teacher Recruitment/Incentives Title I Title II Title III Vocational Programs

Teacher and Administrative Salaries (Fiscal Year 2016-17)

Category District Amount State Average for Districts In Same Category

Beginning Teacher Salary $48,448 $48,783

Mid-Range Teacher Salary $73,784 $80,177

Highest Teacher Salary $96,445 $104,535

Average Principal Salary (Elementary) $0 $128,506

Average Principal Salary (Middle) $0 $154,350

Average Principal Salary (High) $143,206 $133,486

Superintendent Salary $204,584 $181,868

Percent of Budget for Teacher Salaries 32.0 32.0

Percent of Budget for Administrative Salaries 6.0 6.0 For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. Advanced Placement (AP) Courses (School Year 2017-18)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 0 N/A

English------- 2 N/A

Fine and Performing Arts 0 N/A

Foreign Language 1 N/A

Mathematics 2 N/A

Science------- 1 N/A

Social Science 5 N/A

All courses 11 13.7 Cells with N/A values do not require data. *Where there are student course enrollments of at least one student. Professional Development (Most Recent Three Years)

All training and curriculum development activities at Hanford West High School revolve around the California State Standards. Throughout the school year, Hanford West High School held staff development training devoted to:

http://www.cde.ca.gov/ds/fd/cs/


Checking for Understanding Strategies Common Core State Standards (CCSS) ELD Technology Integration Google Docs/Classroom Instructional Rounds Math Technology Integration Math 180 Professional Learning Communities Formations Read 180

Decisions concerning selection of staff development activities are performed by the principal using tools such as teacher input and data analysis to determine the areas in which additional teacher training may enhance classroom instruction and increase student achievement levels. Hanford West High School supports ongoing professional growth throughout the year on late start days. Teachers meet in both grade level and department level teams to conduct data analysis to identify areas of need. Teaching staff are provided the opportunity to participate in district-sponsored staff development workshops or training session as 1) a supplement to site-based staff development, 2) for reinforcement of or follow-up on previous training, or 3) follow-up training for newly implemented programs/curricula. During the school year, Hanford West High School's teachers attended the following events hosted by the Hanford Joint Union High School District:

Best Results for English Learners Bullying Training Classroom Management Expository Reading & Writing History Social Science Illuminate Leadership Training Learning in the 21st Century Math 180 Professional Learning Communities (PLCs) Read 180 Restorative Justice

Hanford West High School offers support to new and veteran teachers through peer coaching and mentoring. Instructional aides are provided targeted training focused on teaching strategies and curriculum content. Substitute teachers are invited to participate in designated staff development activities. All staff are encouraged to attend professional workshops and conferences. Classified support staff receive job-related training from department supervisors and district representatives.

2018 school accountability report card...edition 2007 prentice hall, chemistry science laboratory...

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